The chasm between teaching and research

Last week the author and broadcaster Melvyn Bragg gave a phenomenal Wilkins lecture to a rapt audience at the Royal Society.

In his preamble, Bragg commented on his appreciation of the massive influence of a particular teacher on his ambition to study at Oxford. He then introduced the 90-year-old, who was in the audience, to all-round applause.

An abiding memory and recognition of the influence of a teacher on our careers is deep in the hearts of many of us. Good teachers change lives.

However, a report from a study I chaired on behalf of the Academy of Medical Sciences has voiced concern about the growing disengagement between research and teaching in many higher education institutions over the past few years.

I noticed this change some time ago and it has quietly been spreading into the language, habits and management of these institutions.

This division is leading to an erosion of the UK's long-standing approach to research-led teaching and its deserved reputation of educational excellence. It is imperative this trend is reversed. The report focuses on the biomedical sciences but it is obvious to us that this is a generic problem and is not discipline-specific.

Traditionally, teaching and research have gone hand in hand: however, the balance has been tipping.

Teaching has not only been undervalued and marginalised, but is in danger of being seen as a negative attribute by institutions and their departments.

Our new report, Redressing the balance (pdf), sums up our view that a change in direction is urgently needed in the UK. We have drifted a long way off-target in an incremental, insidious manner.

By comparison, in the USA, there is an expectation that major research figures view teaching as a critical part of their contribution to university life. Redressing this balance in the UK is critical not only for the quality of our students, academics and higher education institutions, but for the strength and sustainability of the UK's overall research base.

During the study we were heartened that the overwhelming opinion from the many we consulted - from the very best senior researchers to young scientists just starting out on their university careers - was that excellence in both teaching and research is both achievable and necessary.

We heard many comments such as:

"Good teaching inspires students and changes lives; it also drives the UK's research base. The quality of tomorrow's research is dependent on the quality of today's teaching."

and

"Teaching informs research and research informs teaching."

Higher education in the UK is facing major funding cuts, but despite the current economic pressure, UK academic strength can be simply bolstered by the system evoking a cultural change.

Our view is that it is essential that all academics contribute to the teaching and education agenda, although naturally the balance between teaching and research will vary between individuals and over the course of their career. The key thing is that this contribution to teaching must also be awarded more value when assessed, and must be given due credit.

To underpin this change, we believe improved local assessment and valuation of the impact of good teaching is needed.

The report provides a practical "toolbox" to help institutions assess and reward teaching. There is often much activity in these areas but the impact on the individual - particularly the newly appointed lecturer - is not all that positive! There are terrific examples of good practice in some universities, but they have been slow to spread.

Government departments, research funding councils, higher education institutions, learned societies and individuals must all take urgent action to restore the status of teaching in UK universities. An change in attitudes is needed and quickly.

Swift action and leadership across the academic community is vital. If we argue for research funds and forget to put our teaching house in order, then tomorrow's researchers in the UK will be an uninspired and impoverished lot.

10 Comments

I believe that the reason teaching is being marginalized is because most teachers teach facts instead of the tools required to learn. In other words teachers have been missing the mark while researchers have been achieving their goals. Information is easily attained so teachers need to teach the tools necessary to judge, assimilate and apply this information.

AL
on March 26, 2010 5:11 PM

Totally agree with Prof Gull's comments. I'm a lecturer in HE but work abroad. The system here is very different, there's no such position as 'researcher', everybody employed as an academic is required by the Ministry to teach a minimum number of hours. Same goes for everyone holding higher positions - Head of Dept, Prof, whatever, you are expected and required to have classes with undergraduate, postgraduate or doctorate students.

From a humanistic point of view, this keeps everyone on an even and realistic level - there is less academic 'snobbery' and a few classes with a demanding group of 1st years soon brings the haughtiest of 'experts' down a peg or two!

On the other hand, there are many academics here who would love to give up teaching to be able to concentrate solely on their research, and it goes without saying that some of them shouldn't be teaching at all!

By the way, Prof Gull is right to point out that "it is obvious to us that this is a generic problem and is not discipline-specific" - my own work concerns linguistics and filology and my observations are based on my experience in this area of academia. QED!

mark
on March 26, 2010 5:16 PM

As someone who works in a UK university I welcome these remarks. However, it seems to me that the problem universities have is that they find research papers and more importantly research grants a very easy measure of success of their staff. Dr A has landed a grant of £250K for her research - therefore she is successful. Dr B 'only teaches' (so no senior lectureship for her).
In my own department I have seen a number of recent 'research led' appointments of staff who, have very poor communication skill. To be blunt - they have very poor English. Indeed in course committees I *really* struggle to understand what some of them are saying. Students complain - but nothing happens. In many UK universities being a poor teacher won't stop you getting promoted, but being a poor researcher (aka no research grants) quite possibly will.

Krishnmurthy Prabhakar
on March 27, 2010 7:09 AM

I totally agree with you. Research without teaching in my opinion is likely to be purpose less. Teaching without research is learning without soul.

Chimp
on March 27, 2010 9:02 AM

"I believe that the reason teaching is being marginalized is because most teachers teach facts instead of the tools required to learn."

That sounds impressive, but is in fact meaningless. Teaching at higher education level (or any level at all, for that matter) encompasses a broad spectrum of skills.

Sceptic
on March 27, 2010 12:49 PM

You overstate "in the USA, there is an expectation that major research figures view teaching as a critical part of their contribution to university life." There is, and has been for at least 25 years, the same disconnection. I recall my dissertation supervisor taking me aside and saying, "You've got to stop having so much contact with freshman, it's damaging you."

As funding goes down, the emphasis on research that brings in grant monies is increasing quickly. And given the same number of hours in the day, what suffers is teaching.

G.B.H
on March 27, 2010 1:18 PM

Those who can do, those who can't teach.

Who needs a teacher anyway. Just a pick up a book and learn the damn subject. Pick up several books and read around the subject - even better.

Universities are turning out spoonfed cretains.

Nick
on March 29, 2010 6:48 AM

"Teaching at higher education level (or any level at all, for that matter) encompasses a broad spectrum of skills."

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